scholarly journals Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession

2018 ◽  
Vol 37 (7) ◽  
pp. 1352-1365 ◽  
Author(s):  
Ulrika Bergmark ◽  
Susanne Westman
Keyword(s):  
Teacher Education ◽  
Student Participation ◽  
Democratic Values

Multimodal Participation and Engagement

2021 ◽  
Author(s):  
Christine M. Jacknick
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Reflective Practice ◽  
Conversation Analysis ◽  
Student Participation ◽  
Classroom Interaction ◽  
Holistic Approach ◽  
Multimodal Analysis ◽  
Learning Contexts ◽  
Practice Teacher

Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.

scholarly journals Student Participation in the Governing Bodies of Spanish Universities

2016 ◽  
Vol 12 (8) ◽  
pp. 11
Author(s):  
Mercedes Llorent-Vaquero
Keyword(s):  
Comparative Education ◽  
Student Participation ◽  
Democratic Values ◽  
Class A ◽  
Documentary Analysis ◽  
Spanish Universities ◽  
The Right

<p class="a"><span lang="EN-GB">Spanish universities are making considerable democratic efforts in their various governing and administrative bodies. This article analyses the role that students play in these in aiding the development of a society where democratic values prevail. To achieve this, documentary analysis is used to explore the different laws and statutes of the universities in terms of student participation, as well as the methodology characteristic of Comparative Education. The first phase tackles the problem of student participation in Spanish universities. Following this, student participation in these bodies is analysed, observing differences and similarities taken from a sample of different Spanish universities. Based on the results obtained, student participation does not quite reach the levels desired. Once the problem is identified a series of proposals are made to increase the quantity and quality of this participation, most importantly increasing the relevance of the student sector in governing bodies, expediting and simplifying electoral processes, supporting the right to association by creating space and providing the necessary training for students to make full use of their rights. </span></p>

scholarly journals Democracy as Othering Within Finnish Education

2018 ◽  
Vol 3 (2) ◽  
pp. 77-93 ◽  
Author(s):  
Ashley Simpson
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Democratic Education ◽  
Student Participation ◽  
Youth Participation ◽  
The Other ◽  
Democracy Education ◽  
Critical Attention ◽  
Cultural Stereotyping ◽  
Education Training

The word democracy is frequently uttered by academics, politicians, and, generally within society. Phrases such as ‘democratic education', ‘democracy education' and ‘(student) participation' are often referred to within national curricula, policy briefings, and, teacher education/training and resources. Little critical attention has been given to the word within the context of Finnish education. In recent years the educational system of Finland has been described as a ‘miracle' and commentators have noted its ‘successes.' This article offers a deeper gaze within Finnish education by looking at the ways democracy discourses are uttered by practitioners. For the purposes of this article the author analyses two in-depth conversation extracts, one was from a youth participation conference in Helsinki in 2015, the other is a conversation from a conference held in February 2016. This article focuses on the uses and functions of discourse to uncover cultural stereotyping and othering in terms of how democracy is discussed and expressed within the context of Finland.

scholarly journals Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education

2021 ◽  
Author(s):  
Suzanne Gatt ◽  
Charmaine Bonello ◽  
Josephine Deguara ◽  
Rosienne Farrugia ◽  
Tania Muscat ◽  
...  
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Learning ◽  
Student Participation ◽  
Blind Spot ◽  
Early Years ◽  
Initial Teacher Education ◽  
Policy And Practice ◽  
Course Content ◽  
Higher Eduction

The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collect information about ITE students’ views. Student responses strongly suggest that in the eventuality of an ongoing vaccination ‘post-COVID’ era, ITE within HE programmes should consider revisiting the course content and delivery, supporting and fostering, blended and online approaches. A ‘blind spot’ reflecting the struggle for independence, autonomy, and control during COVID-19 in a postcolonial Maltese Higher Eduction context also emerged. The insights gained highlight how ITE students’ views on their experiences of online pedagogy, assessment, and how these new modes impacted their wellbeing within a Maltese HE context can serve to inform policy and practice. These results emphasize the need to promote participatory research amongst university students as key to inform HE policy and practice. Keywords: Initial Teacher Education; Online learning; Covid-19; student participation; Higher Education 

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